To develop an awareness of the diversities and similarities in Native American Cultures.

Everyone and everything is related.

Organizational patterns of Indian oral and written literature differs from Western European stories.

Essential Questions:

How does this book show tribal and individual diversity?

What is the author’s perspective?How does the perspective influence the meaning of the story?

How does culture, history, and personal experience influence our understanding of others?

What was the purpose of this story?

What are some common characteristics of Indian stories?

Topical: Understandings

Identify and discuss cultural components

Make connections (text to self; text to text; text-world)

Develop comprehension strategies and skills

Topical Questions:

What is one lesson you learned from the story?

What types of relationships did you see?

Where would you fit in the story as you heard it today?

What character would you be?

What does the story suggest about appropriate or inappropriate behavior?

How does this story promote understanding, respect and knowledge among different cultures?

Goals & Standards:#1 Students seek a variety of materials for independent learning and personal enjoyment, including the appreciation of literature and other creative expressions.

Benchmarks: (1)Experience diversity of cultures through a variety of literature and other creative expressions.(4) Listen to and begin to read a variety of literature to enhance selection.

Concepts and Skills: (what we are learning about.)·Develop comprehension strategies and skills ·Make connections ·Self question while reading and making predictions ·Develop listening skills ·Identify and discuss cultural components ·Be able to use reference materials

Learning Objective: (What do you want students to understand and/or be able to do after today? ·Retell the story ·Be aware of the interdependence of the community and with their environment. ·Know that traditional stories were toldfor a reason. ·What lesson did the storyteller want the audience to learn? ·Use strategies to improve comprehension. ·Reading Fluency

Assessment: (How will you determine if students understand it and/or can do it?) ·Through observations ·Discussions.

Brief summary and description of activities: (What will be happening in the class today? How will class look?) Lesson # 1 (Primary) Start by sharing one of the realistic stories.Talk about ducks and the many kinds.Some children may have fed ducks at a park or Zoo.If you have feathers and a magnifying glass students really love looking at the feathers.Explain to students there are many species of ducks just like there are many nations and tribes of people. Lesson #2 Read the story Little duck: Sikihpis (a Cree story)-This story lend itself well to talking about similarities and differences; and how each person has their own place in the world. Lesson #3 – Geared to older students Go through the Little duck: Sikihpis and use the check list from OPI to talk about checking for accuracy.Then read the Internet story and go through the list again.What can they infer about the 2nd story? It also leads into the difference between fakelore and folklore; not everything you read is real.